ARCHITECTURE FOR LEARNING ENVIRONMENT IN A MEDICAL CAMPUS ACKNOWLEDGEMENT

ARCHITECTURE FOR LEARNING ENVIRONMENT IN A MEDICAL CAMPUS SEMINAR 2013
i DEPARTMENT OF ARCHITECTURE, NITC
ACKNOWLEDGEMENT
I would like to thank my guide Ar. Bimal P. for his support
and advice throughout this thesis. His guidance on research
matters as well as making a proper report despite his schedule
is very much appreciated.
I thank our Seminar Co-coordinator and Faculty Advisor
Ar.Bimal P and all the other faculties of NIT Calicut for their
critique as well as support. I thank Ar.Afsa for her support and
advices during my first evaluation.
I thank all my friends, seniors and classmates who and helped
me in gathering information required for the seminar.
Above all I would like to thank God and my family- my
strength and foundation, my incentive to achieve and the
impetus to overcome my inertia.

ii DEPARTMENT OF ARCHITECTURE, NITC
ABSTRACT
Different kinds of learning environments aim to support students’ learning.
At any point in time, the learning environment is a social system that
includes the learner (including the external relationships and other factors
affecting the learner), the individuals with whom the learner interacts, the
setting(s) and purpose(s) of the interaction, and the formal and informal
rules/policies/norms governing the interaction.
The seminar is conducted to derive guidelines to create a medical campus
that promotes a conducive environment for learning .For this various types
of learning and learning spaces are studied .The different kind of spaces
that enables the interaction between the students, faculties and patients can
occur are also identified. The forms and spaces for these related activities
and environment are also dealt with.
Compared the different interactive spaces in various medical as well as
other institutions to realise the reasons for the provision and the design
and style in which these spaces are built.
Finally the guidelines to be considered while designing the spaces that
promotes a conducive environment for learning is derived.

iii DEPARTMENT OF ARCHITECTURE, NITC
TABLE OF CONTENTS
ACKNOWLEDGEMENT ........................................................................i
ABSTRACT...............................................................................................ii
TABLE OF CONTENTS....................................................................... iii
LIST OF FIGURES.................................................................................vi
1. INTRODUCTION ................................................................................1
1.1 AIM................................................................................................1
1.2 OBJECTIVES ................................................................................1
1.3 RELEVANCE OF STUDY ...........................................................1
1.4 METHODOLOGY ........................................................................2
1.5 SCOPE ...........................................................................................2
1.6 LIMITATIONS..............................................................................2
2. DATA COLLECTION.........................................................................3
2.1 FORMAL AND INFORMAL LEARNING..................................3
2.1.1 FORMAL LEARNING.................................................................3
2.1.2 INFORMAL LEARNING ...............................................................................4
2.1.3 E-LEARNING AND SOCIAL NETWORKING: BRIDING FORMAL AND
INFORMAL LEARNING.........................................................................................4
2.1.4 LEARNING FOR A MEDICAL INTERN STUDENT.................................5
2.2 LEARNING SPACES......................................................................6
2.2.2 VIRTUAL LEARNING SPACES ...................................................................6
2.2.3. FORMAL LEARNING SPACES...................................................................7
2.2.4 INFORMAL LEARNING SPACES................................................................7
2.2.5. STUDY TIME AND SPACE..........................................................................7
2.3. PERSON-ENVIRONMENT INTERACTION...............................8

iv DEPARTMENT OF ARCHITECTURE, NITC
2.4. FORM AND SPACE.......................................................................8
2.4.1. INTRODUCTION......................................................................................8
2.4.2. BASE PLANE ............................................................................................9
2.4.3. VERTICAL ELEMENTS DEFINING SPACE .......................................12
3. CASE ANALYSIS ..............................................................................14
3.1. INTRODUCTION.........................................................................14
3.2. INTERACTION ............................................................................14
3.3. NEED FOR INTERACTIVE SPACE IN CAMPUS....................14
3.4. TYPES OF INTERACTIONS IN A MEDICAL COLLEGE.......15
3.4.1 STUDENT – STUDENT INTERACTIONS.............................................15
3.4.2 STUDENT – LECTURER (DOCTORS) INTERACTIONS....................15
3.4.3 STUDENT – RESEARCHER INTERACTIONS.....................................16
3.4.4 LECTURER – RESEARCHER INTERACTIONS ..................................16
3.4.5 INTERACTIONS WITH PATIENTS.......................................................16
3.5. FORMAL INTERACTION SPACES...........................................16
3.5.1. CLASSROOMS........................................................................................16
3.5.2. LECTURE HALLS ..................................................................................18
3.6. INFORMAL INTERACTION SPACES.......................................19
3.6.1. FRONT YARD.........................................................................................19
3.6.2. BACKYARD............................................................................................19
3.6.3. CAMPUS ENTRANCES .........................................................................19
3.6.4. FRONT PORCH.......................................................................................20
3.6.5. COURTYARDS AND ATRIUMS ..........................................................21
3.6.6. BASEMENTS ..........................................................................................23
3.6.7. PLAZAS AND OATS..............................................................................23
3.6.8. OUTDOOR STUDY AREAS ..................................................................25

v DEPARTMENT OF ARCHITECTURE, NITC
3.6.9. GREENS AND LAWNS..........................................................................27
3.6.10. CIRCULATION SPACES .....................................................................27
3.6.11. FOOD COURTS/ CANTEENS..............................................................27
3.7 NEW ENVIRONMENTS FOR LEARNING ................................27
3.7.1 SIMULATED ENVIRONMENTS............................................................29
3.7.2 IMMERSIVE ENVIRONMENT ..............................................................29
3.7.3 PEER-TO-PEER SOCIAL LEARNING SPACES...................................30
3.7.4 LEARNING CLUSTERS..........................................................................31
3.7.5 INDIVIDUAL LEARNING SPACES ......................................................31
3.7.6 EXTERNAL LEARNING SPACES.........................................................32
4. INFERENCES.....................................................................................33
4.1 INTERACTIVE SPACES..............................................................33
4.2 BENEFICIAL THINKING AND LEARNING.............................33
5. DESIGN GUIDELINES.....................................................................34
5.1 HUMAN CENTERED ...................................................................34
5.1.1. FOUNDATIONS OF THE GUIDELINES ..............................................35
5.1.2. CHARACTERISTICS OF HUMAN-CENTERED GUIDELINES.........36
5.1.3. COMPONENTS.......................................................................................37
5.2. SPACE ALTERATION DESIGN GUIDELINES........................38
5.2.1 ADAPTABLE ...........................................................................................38
5.2.2. COMPONENTS.......................................................................................40
5.3. BALANCING COMMUNITY AND SOLITUDE.......................42
6. CONCLUSION ...................................................................................43
7. REFERENCES .......................................Error! Bookmark not defined.

vi DEPARTMENT OF ARCHITECTURE, NITC
LIST OF FIGURES
Figure 2.1.1 Formal learning ......................................................................3
Figure 2.1.2 informal learning....................................................................4
Figure 2.1.2 Informal learning....................................................................4
Figure 2.4.2 Base plane ..............................................................................9
Figure 2.4.2.1 Elevated Base plane ............................................................9
Figure 2.4.2.1’ elevated Base Plane – spatial & visual connectivity .......10
Figure 2.4.2.2 Depressed base plane ........................................................10
Figure 2.4.2.2’ Depressed base plane – spatial & visual connectivity...11
Figure 2.4.2.3 Overhead base plane .........................................................11
Figure 2.4.3.1 Vertical linear elements ....................................................12
Figure 2.4.3.2 Single vertical plane..........................................................12
Figure 2.4.3.3 L-shaped plane ..................................................................13
Figure 2.4.3.4 Parallel vertical planes ......................................................13
Figure 2.4.3.5 U-shaped planes ................................................................13
Figure 2.4.3.6 four planes: closure ...........................................................14
Figure 3.5.1.2 TEAL.................................................................................17
Figure 3.6.1 A J College, Mangalore (entry, porch, front yard) ..............20
Figure 3.6.2 IIM Kozhikode.....................................................................21
Figure 3.6.3 NIFT Chennai (entry)...........................................................21
Figure 3.6.4 courtyard-A J M...................................................................22
Figure 3.6.5 NID Ahmedabad (courtyard) ...............................................22
Figure 3.6.6 IIM Ahmedabad ...................................................................23
Figure 3.6.7 Cept Ahmedabad (Basement) ..............................................23
Figure 3.6.8 IIM Ahmedabad ...................................................................24
Figure 3.6.9 IIM Kozhikode.....................................................................24
Figure 3.6.10 Aims, Ernakulam................................................................24
Figure 3.6.12 IIM Ahmedabad and Bangalore (Outdoor study areas).....26

vii DEPARTMENT OF ARCHITECTURE, NITC
Figure 3.6.11 CEPT campus, Ahmedabad (outdoor study areas) ............26
Figure 3.6.14 Vydehi Institute of medical science, Bangalore ................27
Figure 3.6.13 A J I M S, Mangalore.........................................................27
Figure 3.7.1 group learning spaces...........................................................28
Figure 3.7.2 simulated environment.........................................................29
Figure 3.7.3 immersive environment........................................................29
Figure 3.7.4 Peer to peer social learning spaces.......................................30
Figure 3.7.5 Learning clusters..................................................................31
Figure 3.7.6 Individual learning spaces....................................................31
Figure 3.7.7 External Learning spaces .....................................................32
Figure 5.1.3 Cox Hall at Emory University Provides (a) Pillow Chairs
and (b) Movable Chairs ............................................................................37
Figure 5.2.1 Alternate floor plans for the same place ..............................38
Figure 5.2.2 Estrella Mountain Community College Learning Studios (a)
Maximize Display and (b) Support Small Group Work...........................40
Figure 5.2.3 Glass Walls at Auburn Career Center..................................41
Figure 5.2.4 Learning Studio at Estrella Mountain Community College 42
Figure 5.3.1 space for socialisation ..........................................................43

CONDUCIVE ENVIRONMENT FOR LEARNING IN A MEDICAL CAMPUS SEMINAR 2013
1 DEPARTMENT OF ARCHITECTURE, NITC
1. INTRODUCTION
1.1 AIM
To derive guidelines for creating a medical education campus that promotes a
conducive environment for learning
1.2 OBJECTIVES
1. To study the different types of learning in a medical school campus
2. To study the different types of activities and interactive spaces in a campus in general
and then specifically in medical campus.
3. To understand how the spaces incorporated assist in the stimulation of beneficial
thinking among students, researchers, doctors, nurses and patients.
4. To study the different types of interactive spaces in different campuses through case
studies
5. Derive guidelines for the design of conducive learning environment in a campus and
implement in my design
1.3 RELEVANCE OF STUDY
A medical student is learning to give care for the people and more than that a mind
of discovery should be created in each student .The value system and social cohesion,
the doctors need to have is lost in the modern days.
So a conducive environment for learning and discussing and research, within the
campus enhancing their beneficial thinking is relevant.

1.4 METHODOLOGY
1.5 SCOPE
The scope of the study covers the design of indoor and outdoor spaces like lecture
halls, laboratories, courtyards, plazas, outdoor study areas, and social spaces and the
relation with the user, ways and methods to increase the effectiveness of such spaces.
To promote an environment of improved communal gathering.
To provide an opportunity for both isolated personal reflections and informal small
group interactions.
1.6 LIMITATIONS
A live study of a well-designed medical campus was not possible, the study
relies on the available live data and literature material about the medical campus only.
The human behavioural aspects are studied through observation.
Deriving the guidelines to use in my thesis
design
User study; Understanding the different
levels of interaction in different spaces
Identifying the interactive spaces; factors
affecting; medical campus case studies
Elements incorporated in the user-
surrounding; external factors influencing;
through data collection
Distinguishing formal and informal spaces;
learning spaces; data collection Data collection
Case studies
Analysis
Guideline
derivation

2. DATA COLLECTION
2.1 FORMAL AND INFORMAL LEARNING
2.1.1 FORMAL LEARNING
Learning is formal when someone other than the learner sets the curriculum.
Typically, it’s an event, on a schedule and completion is generally recognized with a
Symbol, such as a grade, gold star, certificate or check mark in a learning
management System. Formal learning is pushed on learners.
By contrast, informal learners usually set their own learning objectives. They learn
when they feel a need to know. The proof of their learning is their ability to do
something they could not do before. Informal learning often is a pastiche of small
chunks of observing how others do things, asking questions, trial and error, sharing
stories with others and casual conversation. Learners are pulled to informal learning.
Formal Learning is easily recognizable by all. Examples include:
· A school or university programme that consists of a series of lessons, lectures,
workshops or lab works, seminars or tutorials
· A classroom-based corporate training workshop that offers group or individual
activities
In formal learning, someone, usually a training or line manager, also decides:
· What a person needs to learn
· How they should take that “learning” (e.g. in the form of a formal course or
workshop)
· When and where they should take the “learning” and tracks and manages the whole
process. Formal learning spaces mostly replicate their physical world counterparts
and their spatial arrangements both give clues to the expected behaviour in the space
and the authoritative relationship between educator and learner.
Figure 2.1.1 Formal learning

2.1.2 INFORMAL LEARNING
Informal Learning is anything that is learnt outside a formal learning
environment, e.g. by reading material in websites, blogs or other documents, or
through interactions with people in conversations, discussions and meetings.
But with informal learning, it is individuals who decide:
what they need to learn
how and when they should learn it
the most appropriate format for their needs
and, importantly, how they organize or manage their own learning
We all learn informally every day, and have done so all through our lives – and it
is no exception in the workplace where we learn informally all the time as we
carry out our jobs. In most cases it is so indistinguishable
Figure 2.1.2 Informal learning
2.1.3 E-LEARNING AND SOCIAL NETWORKING: BRIDING FORMAL
AND INFORMAL LEARNING
The rise of social technologies such as wikis, twitter, personal learning
environments and is beginning to really make an impact upon how people learn
within organizations. This 'new approach to learning is sometimes subtitled '2.0' as a
contrast to the more 'traditional' structured e-learning approaches. The first e-learning
courses were in many ways an extension of traditional 'classroom-based' approaches
Figure 2.1.2 informal learning

that were largely about a one-way transfer of knowledge. In contrast newer learning
approaches learning occur in a relatively unstructured, largely learner-driven manner.
It utilizes a range of emerging social technologies to connect learners with both their
'subject matter' and other learners.
E-learning is the trend nowadays where the whole idea of learning revolves around
the web network. To an extent sometimes, it is considered as a way of formal
learning. But to some, through the eye of social networking, it is rather considered to
be as a platform for informal learning. This is more often considered to be a
contradicting idea of judging due to fact that it depends on the users on how they
perceive and feel it. (Eury, 2009)
2.1.4 LEARNING FOR A MEDICAL INTERN STUDENT
The intern year must comprise a combination of formal and informal training in an
integrated manner, including theoretical learning, and practical training during service
delivery.
Training through clinical practice
Interns:
• Participate in practice-based training, at an appropriate level, in the services and
responsibilities of patient-care activity in the training institution
• Be exposed to a broad range of clinical cases appropriate to the rotation
• Participate in all appropriate medical activities relevant to their training, including on-
call duties at an appropriate level
• Exercise the degree of responsibility and clinical decision-making appropriate to their
growing competency, skills, knowledge and experience
• Work as an integral part of a team composed of a variety of disciplinary backgrounds.
Formal education and training
Interns have regular, pre-arranged/scheduled formal education and training sessions,
with learning opportunities that may include lectures, small group teaching, tutorials,

case presentations and case-based discussions, participation in clinical audit, and
attendance at relevant external courses.
Formal training for interns include instruction in: The development of clinical
judgement, Elements of safe practice, including but not limited to, infection control,
prescribing, awareness of pregnancy when prescribing and informed consent. A
programme for personal professional development must be part of the intern’s training
year.
Self-directed learning
Interns have, and utilise, appropriate resources and opportunities for self-directed
learning. (Medicalcouncil, n.d.)
2.2 LEARNING SPACES
2.2.1 PHYSICAL LEARNING SPACES
Campus-based universities traditionally use physical learning spaces to optimize
learning to prepare students for their future careers and professions. These formal
physical learning spaces need to be adaptable and flexible for learning and teaching as
opposed to being designed for one purpose. Informal physical learning spaces need to
allow students to adapt, change and modify their learning environments to mirror their
need for both independent and peer-based interactions. One learning space may need to
enhance quiet, independent, self-reflective study for the individual student while the
same space on another day may need to allow group-based and peer learning for one or
more students. In addition the spaces need to allow both quiet time for self-study and
talk for peer discussion.
2.2.2 VIRTUAL LEARNING SPACES
Many higher education universities use virtual learning environments to enhance
the face-to-face learning and teaching experience via blended learning or to provide
distance education using blended or totally online subjects and courses (degree
programs). Virtual learning spaces need to provide similar affordances to the physical
learning spaces through virtual spaces such as online discussion forums, blogs, wikis,
podcasts and diverse media environments. The notion of space in this context is not

bounded by physical walls but by different virtual spaces that have different
affordances. Second Life or virtual worlds and learning management systems such as
Blackboard, Sakai and Moodle, digital repositories, ITunes University provide spaces
for different learning experiences and allow learning and teaching anywhere, anytime
via both synchronous and asynchronous modes. Both formal and informal spaces need
to be considered in this environment.
2.2.3. FORMAL LEARNING SPACES
These spaces have a preconceived function determined before they are designed
for learning and teaching. They are often determined by traditional conceptions of
teaching and learning that place a premium on the teacher as authority, disseminator of
knowledge and the student as passive recipient of knowledge. Typical of these
approaches are the use of lectures and tutorials where hundreds of students listen, write
notes and cognitively engage with the lecturer. Tutorials provide more intensive small
group interaction allowing student questions. Although there is a place for lecturing in
any learning and teaching strategy, the focus tends to be on content as opposed to
student engagement and learning. The high proportion of lecture halls versus interactive
formal learning spaces in higher education needs to be addressed to allow knowledge
generation by students. Innovative formal learning spaces that explicitly encourage
peer-learning are indicative of problem-based learning and project-based learning
approaches.
2.2.4 INFORMAL LEARNING SPACES
Typical informal physical learning spaces include libraries and learning commons
that have been explicitly designed to encourage students to engage in both independent
learning and peer-learning that is often unscripted as compared to the formal learning
spaces. Ideal informal spaces provide sufficient flexibility so that students design their
own informal space for their own learning needs. Chairs, tables, access to Wi-Fi and
power points need to be considered to allow this adaptability. In addition, different
stages of the semester may require totally different spaces as students’ progress through
stages of discussion with peers to independent study near exam time.
2.2.5. STUDY TIME AND SPACE
In addition to the notion of physical/virtual and formal/informal, the concept of
time also needs to be considered. Students’ use of space during a semester will be
influenced by time of day, day of week and week of semester. Students may utilize

space dependent on their other constraints of work and family and timing of classes and
travel. Distance education students may have only certain days to study. In addition the
weeks of the semester will influence the use of space by students. Early stages of a
subject may encourage students to discuss content with other peers, while group
assessment tasks will also require students to work in teams and use space for
discussion and negotiation. When exams are nearing, students may revert to quiet
individual spaces for self-study as opposed to peer learning. (Charles Sturt)
2.3. PERSON-ENVIRONMENT INTERACTION
Person-environment interaction models can help focus learning space assessment.
Identified four person-environment themes:
Physical surroundings encourage or constrain behaviour.
The collective socialization by individuals creates or defines environments.
Organizational goals, complexity, centralization, formalization, stratification,
production, and efficiency influence environments.
Environmental pressure, social climate, and campus cultures influence perceptions of
settings.
Measures that target frequency and type of space use identify factors of the physical
environment that encourage or constrain engagement. Focus groups, interviews, and
surveys provide descriptive information regarding interactions between individuals,
instructional characteristics, institutional climate, and other relevant structures.
Quantitative and qualitative assessment methods reveal multiple aspects of the
relationship between physical space and learning/designing.
2.4. FORM AND SPACE
2.4.1. INTRODUCTION
Space constantly encompasses our being. Through the volume of space, we move, see
forms, hear sounds, feel breezes, smell the fragrances of a flower garden in bloom. It is
a material substance like wood or stone. Yet it is an inherently formless vapour. Its
visual form, its dimensions and scale, the quality of its light – all of these qualities
depend on our perception of the spatial boundaries defined by elements of form. As

space begins to be captured, enclosed, moulded, and organized by the elements of mass,
architecture comes into being. (Ching, 2007)
2.4.2. BASE PLANE
A horizontal plane lying as a figure on a contrasting background defines a simple field
of space. This field can be visually reinforced in the following ways:
2.4.2.1. Elevated base plane:
A horizontal plane elevated above the ground plan establishes vertical surfaces along
its edges that reinforce the visual separation between its field and the surrounding
ground.
 Elevating creates a specific domain.
 If surface characteristics continues up across the elevated plane, then the
elevated one will appear part of surrounding plane.
Figure 2.4.2 Base plane
Figure 2.4.2.1 Elevated Base plane

 If edge conditions is articulated by a change in form, colour, texture, then the
field will become a distinct plateau that is separated from surroundings.
Elevated Plane
 It can be result form site conditions or constructed to elevate a building from
surroundings to enhance its image in landscape.
 Elevated plane can define a transitional space between exterior and interior.
 A section floor plane can be elevated to establish a zone of space with in the
large space.
2.4.2.2. Depressed base plane:
A horizontal plane depressed into the ground plane utilizes the vertical surfaces of the
lowered area to define a volume of space.
 Depressed areas in topography of site – stage for outdoor arenas and
amphitheatre.
Figure 2.4.2.1’ elevated Base Plane – spatial & visual connectivity
Figure 2.4.2.2 Depressed base plane

 Depression benefits sightlines, sense of having, acoustical quality.
2.4.2.3. Overhead base plane:
A horizontal plane located overhead defines a volume of space between itself and the
ground plane.
 It is similar to the trees. It gives sense of enclosure.
 Overhead plane define a field of space between itself and ground plane.
 Edges of the overhead plane define the boundaries of this field.
 Vertical linear elements, edges of overhead plane, elevated base plan and
depressed base plane aid in visually establishing the limits of the defined space
and reinforce the volume.
 Offers protection. Determines overall form
 It is determined by the materials & structural form.
Figure 2.4.2.2’ Depressed base plane – spatial & visual connectivity
Figure 2.4.2.3 Overhead base plane

 The roof plane can visually express how the pattern of structural members
resolve forces and transfer loads.
 The roof planes can be the major space defining element of the building and
visually organizes a series of forms and spaces beneath the canopy.
2.4.3. VERTICAL ELEMENTS DEFINING SPACE
Vertical forms have a greater presence in our visual field than horizontal planes and are
therefore more instrumental in defining a discrete volume of space and providing a
sense of enclosure and privacy for those within it. In addition, they serve to separate
one space from another and establish a common boundary between the interior and
exterior environments.
Vertical elements of form also play important roles in the construction of architectural
forms and spaces. They serve as structural supports for floor and roof planes. They
provide shelter and protection from the climatic elements and aid in controlling the flow
of air, heat, and sound into and through the interior spaces of a building. (Ching, 2007)
2.4.3.1. Vertical linear elements:
Vertical linear elements define the perpendicular edges of a volume of space.
2.4.3.2. Single vertical plane:
A single vertical plane articulates the space on which it fronts.
Figure 2.4.3.1 Vertical linear elements
Figure 2.4.3.2 Single vertical plane

2.4.3.3. L-shaped plane
An L-shaped configuration of vertical planes generates a field of space.
2.4.3.4. Parallel vertical planes
Two parallel vertical planes define a volume of space between them that is oriented
axially toward both open ends of the configuration.
2.4.3.5. U-shaped Plane
A U-shaped configuration of vertical planes defines a volume of space that is oriented
primarily toward the open end of the configuration.
2.4.3.6. Four planes: Closure
Four vertical planes establish the boundaries
Figure 2.4.3.3 L-shaped plane
Figure 2.4.3.4 Parallel vertical planes
Figure 2.4.3.5 U-shaped planes

3. CASE ANALYSIS
3.1. INTRODUCTION
A basic assumption is that the needs of the users of campus outdoor spaces should be
critical to deciding how much spaces are designed. These guidelines deal principally
with the design of outdoor spaces as areas to be in rather than just to pass through. Thus
critical patterns for a campus as a whole and the potential conflicts of pedestrians, autos
and bicycles are mentioned tangentially.
The study of the different types of interactive spaces through case studies would give a
clear idea on what all alterations are needed to make the existing spaces for effective.
A basic of interactive spaces here along with certain notable case studies are collected.
3.2. INTERACTION
 A gathering which stimulates mutual or reciprocal action among students
themselves or between the teacher and students are dealt with, in relation to the
place can be termed as interaction.
 Interaction is an attribute of social nature of human beings.
 By promoting interaction and emotional integration one learns to live in amity,
sharing together.
3.3. NEED FOR INTERACTIVE SPACE IN CAMPUS
The stimulation of communicated ideas, the synergism of human energy and
creativity, the most evocative teaching, the subtle expression of confusion:
these activities take place among people interacting with each other in space.
 Enhance the learning environment to make the students think better and
creative. This has direct impact on the growth of the campus.
 It is also behavioural modulator of the students.
Figure 2.4.3.6 four planes: closure

 A campus is were the primary users are the students with creative instincts,
needs a kind of environment that is more visually interactive and speaks a kind
of visual language that the students can relate to.
 In academic institutes interaction is important due to its psychological and
social implication.
 Faculty activities outside the classroom, student group learning and
participation, mentoring, learning across departmental boundaries: the
dimensions of intellectual climate require space in which to flourish.
 Interaction will offer to exchange ideas between fellow students and teachers
which is the chief essence of education.
 Interaction can play an important role in the ‘fusion and enrichment of culture’.
 It also plays an important role in the development of the qualities of the values
and modes of critically examining the ideas, emotions and attitudes, values and
modes of behaviour of his group, and the adoption of good ideas from
whichever quarter they can be found. (Hasan T, 2013)
3.4. TYPES OF INTERACTIONS IN A MEDICAL COLLEGE
3.4.1 STUDENT – STUDENT INTERACTIONS
In medical colleges the students interact with each other during the free time between
classes, after classes and while walking back to the hostels. During the intervals, they
usually find time in the café or courtyards where they discuss some of the general
matters and even about what taken in the class. They used to have group studies in the
campus itself which is a better way of learning. During the lab hours when the students
are free with no work to do, they discuss each other or even while doing also they have
discussions.
3.4.2 STUDENT – LECTURER (DOCTORS) INTERACTIONS
Though students usually don’t get time to discuss or have an informal interaction with
the lecturer, the lecturers find time to them to have discussions. The space for these
interactions will be mainly the canteen or even the shades under the tree in the campus,
which is landscaped well.

3.4.3 STUDENT – RESEARCHER INTERACTIONS
There will be researchers who do detailed study on various new technologies and
discoveries in the field of medicine .They impart their knowledge to the bachelor
students for their knowledge and studies. The even take classes for them may be formal
or informal when they get free times.
3.4.4 LECTURER – RESEARCHER INTERACTIONS
Though these will be serious discussions, they can be done in informal ways also if they
have the space to have a discussion within the campus. These areas can have
blackboards or kind of space for explaining and teaching the others.
3.4.5 INTERACTIONS WITH PATIENTS
The essential and important interactions to be held is the talking with the patients, their
problems and conditions. This is where students or even the faculties or doctors or
researchers learn a lot. An environment or space for these kind of interactions are the
most critical or needed the most in a medical institutions
3.5. FORMAL INTERACTION SPACES
3.5.1. CLASSROOMS
3.5.1.1 Group Teaching/ Learning Spaces
Lecture rooms and classrooms form a large component of the estate in further and
higher education institutions, and will continue to dominate in the future. However the
traditional format of these spaces is being transformed to incorporate multiple learning
modes. The role of academic teachers is gradually moving from that of ‘sage on the
stage’ to ‘guide by the side’, while the student is combining the role of quietly reflective
absorber of ideas with that of active participant.
Moving learners away from a format that focuses all seats on a single teacher, to one,
which allows learners to sit closer to the teacher and/or to view and learn from each
other. Long, rectangular spaces with a teacher focus at one end are out. Squarer shapes
are in. Classrooms, typically designed with tiered, u-shaped seating so that students can
see one another as well as the lecturer, which enhance the interaction.

Learner-centred layouts frequently seat students together at small group tables such as
star clusters, banquet style circular tables or other forms. The furniture encourages
small group conversations to aid learning.
3.5.1.2 Technology Enabled Active Learning [TEAL]
Key elements of TEAL include the following:
 Takes place in a dedicated room (the "studio"), in which students sit in groups
of nine, divided into teams of three at tables rather than desks; each team has a
computer and space to do experiments
 Uses twenty-minute "mini-lectures" interspersed with assessment questions and
thought questions
 Asks concept questions, which students discuss and then respond to using an
electronic polling system with handheld voting keypads
 Uses active learning through a wide variety of short experiments (often
computer-based), visualizations, pencil-and-paper exercises, and discussion
questions; the desktop experiments and computer-aided analysis of
experimental data give the students direct experience with the basic phenomena
 Assigns student teams based on assessments of physics knowledge by
appointing high-, medium-, and low-scoring students to a team, facilitating peer
instruction
 Emphasizes small-group learning
 Uses materials and methods derived from physics education research
Figure 3.5.1.2 TEAL

3.5.1.3 Learning clusters
Learning clusters are groups of learning spaces designed for different modes. Learning
clusters have come into being since research highlighted the benefits of using multiple
learning modes to reinforce understanding. They also help cope with the fact that a
different number of learners register for each course. Traditional clusters include large
group learning spaces and seminar (or syndicate) rooms. Newer clusters incorporate
interactive and group learning spaces, social learning spaces as well as more traditional
lecture halls or classrooms, albeit with enhanced technology.
CONCLUSION
New teaching methods seem to require more space which may be in tension with
messages about space efficiency. There is clearly scope to consider the use of better
designed furniture although this is not always affordable. College students often work
in very small groups with a high degree of technology and require more space(s) to
divide up classes into many groups. The size, mobility, stack ability and adjustability
of furniture are important to the success of these spaces. For efficient space-use, lecture
room seats and writing surfaces were traditionally fixed in rows and bolted to the floor.
This discourages using the space for alternate learning nodes. (Naser SM, 2012)
3.5.2. LECTURE HALLS
A lecture hall (or lecture theatre) is a large room used for instruction, typically at a
college or university. Unlike a traditional classroom with a capacity from one to four
dozen, the capacity of lecture halls is typically measured in the hundreds. Lecture halls
almost always have a pitched floor, so that those in the rear are sat higher than those at
the front, allowing them to see the lecturer. The importance of lecture halls is so
significant that some schools of architecture have offered courses exclusively centred
on their design.
Lecture halls differ from standard classrooms in that they allow for little versatility in
use. Experimentation, group work, and other contemporary educational methods are
not practicable in a lecture hall. On the other hand, lecture halls are excellent for
focusing the attention of a large group on a single point, either an instructor or an audio-
visual.

3.6. INFORMAL INTERACTION SPACES
3.6.1. FRONT YARD
The front yard usually provides a soft green transition or buffer between private and
public space. Some campus buildings, too, appear to have front yards-significant green
spaces where building residents can relax differently than on the front porch. Here one
can go with his fellow mate to talk in private, to sunbathe or sleep, to eat, to study, or
to hold a class meeting close to home base. Clearly, a change of environment is
important to people’s mental and stress level.
3.6.2. BACKYARD
Just as every home has a front yard that is generally open to the views of passer-by and
therefore semi-public, most homes have a backyard, which is fully or partially enclosed
and used for both private relaxation and utilitarian functions. We believe that some
campus buildings, too, should have backyard spaces attached to or perhaps partially
enclosed by buildings, whose residents feel a greater sense of territory than in the front
yard and where semi-private departmental or college events can be held.
A good example of this is the U-shaped courtyard. Enclosed on 3 sides by the building
it serves, this courtyard is used as one would use the back yard of a house. People come
out in ones and groups to have lunch on the peripheral benches. Faculty and staff from
the building often eat bag lunches here. Other uses of semi-private backyards are design
presentations, model making, photography, drawing classes, games, as well as special
events such as graduation, memorial services for the deceased faculty members.
Clearly, this space is important to the sense of community
3.6.3. CAMPUS ENTRANCES
If the campus is in a rural or sub urban context and students arrive by car or public
transit, it may be counterproductive to plan one grand entry. Parking should be
strategically located to enable motorists to enter the campus and park their vehicles with
minimal physical and social impact on the campus. While campus entries shall be
placed where the majority of students will enter on foot, there should also be pleasant
subspaces for waiting, eating, casual studying, perusing notices, and picking up
newspapers or flyers.

3.6.4. FRONT PORCH
The front porch of a building offers an important physical and psychological transition
from the public life of the community to the more private life of a smaller group. The
front porch of a campus building can similarly offer this transition, from the campus as
a whole to a department or college; it can also be a significant
social/study/meeting/eating place.
Entries can be formed with some form of seating or steps to accommodate casual
waiting and meetings, indeed with vending machine just inside the building. When
planning any new campus building, the designer should determine which would be the
main entrance in terms of student pedestrian flows, ensure that this will be the main
entrance architecturally, and accordingly design some kind of front porch. The front
porch needs a partial enclosure so that a person passing through senses a place of
transition and a stationary user feels slightly apart from nearby foot or bicycle traffic.
Comfortable seating should be designed for one or two people to use comfortably and
with some privacy. Other arrangements should permit three or four to meet and talk as
a group. The entry area includes a series of interconnected spaces, each warranting a
different approach to lighting. The signature element and student display area should
be highlighted.
3.6.4 Case study analysis
1) A j institute of medical sciences
The entry to the medical college has two ways where there is well landscaped areas
and elevated planes for the students to have chit-chat. There is a connecting porch
between the admin block and department block which is the space student’s use the
most for discussions.
Figure 3.6.1 AJ College, Mangalore (entry, porch, front yard)

2) IIM Kozhikode
Front porch is emphasized through a flight of steps adjacent to its raised landscape
platform. Series of steps can be used as an informal seating space or to accommodate
casual waiting or meetings.
3) NIFT Chennai
To highlight the entry, directional walls have been used with voids. Main entry to the
academic block is not emphasized by giving a raised platform or a series of steps. The
main entrance court is well landscaped to act as an interactive space.
CONCLUSION
To make a space interactive, there should be some form of seating or steps to
accommodate casual waiting and meetings at areas such as the campus entry, the front
porch, the front yard and the backyard. These areas will be an environment for their
learning.
3.6.5. COURTYARDS AND ATRIUMS
Courtyards and atriums are extended architecture, settings for campus life, configured,
defined, enclosed by a building or buildings. Often neglected because of expedient cost-
cutting measures, these are great opportunities for creating significant designs-places
where people can gather to participate in institutional life informally during daily
Figure 3.6.2 IIM Kozhikode
Figure 3.6.3 NIFT Chennai (entry)

routines. Should there be a will to generate a significant surge in the quality of campus
architecture in the near future, courtyards and atriums would a productive area to
achieve such effects, adding great spaces to great walls. For good reason there is a
reluctance to build and operate more space than required by statistical norms. But such
norms have to be interrupted with an occasional allowance for informal activities and
interactions which promote communications and collegial exchanges.
1) A j institute of medical sciences
The two courtyards on either sides of the corridor creates an openness
around the space and students gather in these areas.Though seating
areas are not provided in here , its well designed for the indoor air
quality management.
2) NID Ahmedabad
The peculiar features to be noted in the plan are the usage of open courtyards for the
best facilitation by the students and faculties. Unlike other passage ways and corridors,
this so called ‘street’ showcases the works of the students thereby making it a more
informal space where students, faculties and the passer-byes could stroll round.
3) IIM Ahmedabad
Figure 3.6.4
courtyard-AJ M
Figure 3.6.5 NID Ahmedabad (courtyard)

The new campus has small pocket courtyards placed in between different intermediate
blocks.
3.6.6. BASEMENTS
Most of the campuses may have basements created as a part of the design or may have
been developed through the natural terrain of the site and alterations done to it. This
space can be best utilized for many purposes, this space can be turned into an activity
generator area.
3.6.7. PLAZAS AND OATS
In civic design, a plaza is a public square in a city or town. Associated with palaces and
halls of dynastic empires, and thus suspect. Plazas didn’t become a prominent campus
design feature until very recently.
In campus design today a plaza is a significant space, geometric in configuration or
informal, hard space or soft greenery, at the campus entrance or portal of a major
building or at the junction of several campus path systems.
The plaza concept, suitably urban, establishes a pedestrian precinct and a festive air for
an institutional conglomeration extraordinary in its architectural variety. The library
plazas can be designed so as it ingeniously reads itself like a formal landscaped campus
open space, and provides a pleasant traffic-free zone. Paving, landscape, architectural
gestures combine to shape and animate a unique campus design concept.
Almost every campus has some kind of central plaza or gathering place, just as every
traditional village or small town has its common green or town square. So each campus
community seems to require a place where friends meet, displays are placed, rallies are
staged and people come to watch other people or just to relax between classes. The
Figure 3.6.6 IIM Ahmedabad
Figure 3.6.7 Cept Ahmedabad (Basement)

nature of these spaces varies greatly, from the grand central mall of grass and trees, to
the distinct urban plaza. Plazas offer an opportunity to integrate culture with the campus
spatial structure. Wherever possible, provides an opportunity for future
commemorative plantings and other physical form of recognition.
1) IIM Ahmedabad
The Louis khan plaza is the one of the most interactive spaces in the old campus region.
The new campus too has as an open lawn/OAT cum plaza.
2) IIM Kozhikode
Central courtyard; around which all other activities are taking place. Each block is
interconnected through covered passages, which enhance the interaction. This type of
central plaza pulls the passer towards it.
3) Amrita Institute of medical scienceThere are plazas and elevated seating spaces in
the periphery of the buildings in the campuses. Trees and plants within them create a
calm environment and a best space for meditation as well.
Figure 3.6.8 IIM Ahmedabad
Figure 3.6.9 IIM Kozhikode
Figure 3.6.10 Aims, Ernakulam

3.6.8. OUTDOOR STUDY AREAS
External spaces, especially space between buildings, can play an important role in
aiding learning. Fresh air helps in keeping people alert and therefore more able to learn,
though the amount of time that people can use external spaces for learning is naturally
limited by climatic and weather conditions.
Outdoor spaces: Plantings should be thoroughly. They should have definite objectives
and specific functional and/or aesthetic purposes. They also should be native to this
area, in order to avoid the need for excessive maintenance. Good design considers such
features as benches, planters, terraces, retaining walls, steps and stairs as part of the
total landscape.
The common turf areas of a campus can offer valuable locations for casual outdoor
study between classes or for discussions that would be distracting in a library. Factors
inhibiting outdoor study were (in order of importance): too many people, nowhere to
sit, lack of time, glare from the sun, and buildings on books and papers, noise from
vehicles, outdoor distractions, dogs and no place to write or lean on. The following
locations appear to be the most favoured for casual outdoor study: major building
entries where between classes or at lunch time students can study close to their home
base or in familiar territory. Areas close to sources of inexpensive food or snacks, as
students often read and eat at the same time. Open lawns for those who prefer to study
close to their home bases or in a more public place with lots of space around them.
Secluded, small spaces for those who wish to do more contemplative or private work.
Places away from vehicular traffic or parking areas, as that noise can be distracting.
Semi closed patios or terraces in libraries offer a change in form for indoor reading.
Spots under large, mature trees those themselves create a subspace. A circular bench
can create comfortable social seating where a number of people who do not want to
converse can sit and study. When designing spaces that may be used for outdoor study,
consider the following characteristics: Screen places from major pedestrian flows by
means of distance, planting, level changes, so that the sights and sounds of large
numbers of people passing by are not too distracting. Partly enclose some study spaces
with defined boundaries so that the user will feel sheltered from possible intrusion
however avoid visually isolating these spaces or creating dead ends with no alternate
avenues of retreat.

Above all provide comfortable seating sitting on a hard, cold, or backless bench is not
conducive to outdoor study. Offer some kind of table. Although some people find
comfortable seating sufficient for reading or conversation, others prefer to spread their
books out on a hard surface and lean on a table while writing. A variety of writing
surfaces should be offered, because many people prefer to study alone or perhaps with
one friend. Small one to two person tables and seating arrangements may be preferable
to large picnic size tables. It is surprisingly that outdoor tables are rarely provided on
campuses; it seems that they are specified by designers only as adjuncts to picnics and
eating and only rarely as useful furniture for study use.
In areas where the climate precludes outdoor study for most of the year, it is important
to locate indoor study areas, particularly libraries, with a visual connection to the
exteriors.
Figure 3.6.11 CEPT campus, Ahmedabad (outdoor study areas)
Figure 3.6.12 IIM Ahmedabad and Bangalore (Outdoor study areas)

3.6.9. GREENS AND LAWNS
Swards, swatches, nature’s outdoor carpets, typically grass, sometimes edged with
shrubbery and flower beds, and planted with trees, ever-inviting for rest and relaxation
and informal games, fabled venues for rites and rituals-these legacy landscapes and
adjacent buildings enduring emblems of higher education worldwide. Our focus here is
a paradigm of specific architectural effects, the greensward sweeping up to the great
walls and surrounding groups of buildings.
3.6.10. CIRCULATION SPACES
Corridors are an informal type of interaction spaces. There are different types of
corridors: open corridors, covered corridors, semi-covered corridors, with sky light.
3.6.11. FOOD COURTS/ CANTEENS
Campus Food courts and canteens are the spaces which will be having the maximum
informal interaction.
3.7 NEW ENVIRONMENTS FOR LEARNING
Explaining through international Case study pictures
New environments for learning are being designed or reshaped in response to changing
pedagogical styles to incorporate new information technology, and to allow for
changing numbers and abilities of learners. Formal teaching spaces for large groups
with a sage on a stage’ are becoming less common than smaller less formal settings
Figure 3.6.13 AJ I M S, Mangalore Figure 3.6.14 Vydehi Institute of medical science,
Bangalore

where students learn from one another as well as from their appointed teachers. New
buildings are not essential for the creation of new learning environments. Radical
learning approaches can also be carried out in intelligently refurbished academic or
other urban buildings.
External spaces, especially space between buildings can play an important role in aiding
learning. Fresh air helps in keeping people alert and therefore more able to learn, though
the amount of time that people can use external spaces tor learning is naturally limited
by climatic and weather conditions. (New environments for learning)
Wireless broadband supplies information to these spaces in a manner that was formerly
impossible. In the UK, little teaching and learning takes place at all during the more
benign summer months. External spaces in colleges and universities are mostly used
informally by individuals for reflective learning and by small groups. Examples from
milder climates, such as external amphitheatres for lectures and performances, are
unlikely to be appropriate. However, some spaces for occasional group learning can be
formed through sensitive micro-climatic design of sheltered courtyards and gardens.
MIT in Cambridge, Massachusetts has managed to incorporate an external
amphitheatre and a high level open plaza, as part of the 2004 Stata Center designed by
Frank Gehry, for computer science, artificial intelligence and philosophy teaching.
(GeneralMedicalCouncilUK, 2009)
Figure 3.7.1 group learning spaces

3.7.1 SIMULATED ENVIRONMENTS
3.7.2 IMMERSIVE ENVIRONMENT
Figure 3.7.3 immersive environment
Figure 3.7.2 simulated environment

3.7.3 PEER-TO-PEER SOCIAL LEARNING SPACES
Spaces that facilitate peer-to-peer learning, and the positive effect of being
¡n a learning group that is part of a learning community, are of growing
importance in many colleges and universities. Seminar rooms have
traditionally contained the group conversation form of learning.
Figure 3.7.4 Peer to peer social learning spaces

3.7.4 LEARNING CLUSTERS
3.7.5 INDIVIDUAL LEARNING SPACES
Figure 3.7.5 Learning clusters
Figure 3.7.6 Individual learning spaces

3.7.6 EXTERNAL LEARNING SPACES
Figure 3.7.7 External Learning spaces

4. INFERENCES
4.1 INTERACTIVE SPACES
The interactive space is efficient likely to generate an exciting and energetic
atmosphere. The psychological shift away from learning only in classrooms to an
environment where learning is possible at anywhere, at any time, is enhanced by the
design of the campus. It highlights the essential role; this type of space in modern
technology encourages the combination of socializing and learning in a much more
radical manner. To make a space interactive, there should be some form of seating or
steps to accommodate casual waiting and meetings. Thus the campus represents a
significant step forward in the provision of innovative teaching and learning. New
teaching methods seem to require more space which may be in tension with messages
about space efficiency. There is clearly scope to consider the use of better designed
furniture although this is not always affordable. For efficient space use, lecture room
seats and writing surface were traditionally fixed in rows and bolted to the floor. This
discourages using the space for alternate learning modes.
4.2 BENEFICIAL THINKING AND LEARNING
Based on data collection and analysis, it has been discovered that there are relationships
among learning space, instructional practices, and learning. Academic engagement was
encouraged by learning spaces that were comfortable, open, flexible, and appealing.
For example, students described classes in one of the innovative spaces as requiring
more accountability on their part because there were few physical barriers between
themselves and faculty. Students were most engaged in settings and in academic
activities that encouraged interpersonal interaction and were supported by technology.
In comparison, in more traditional classrooms with seats arranged in rows and the
instructor at the front of the room, they felt they had less responsibility for participation.
Engagement was discouraged by poor air circulation, uncomfortable temperatures,
distractions, and non-interactive pedagogical practices. In addition, studies showed
students using our newest and perhaps most innovative spaces late into the night for
individual and group study. Students reported that they felt at home in the space and
also that they could stay focused on academics while there.

A key to academic engagement is to minimize the separation between living and
learning. Learning takes place in all environments, so a complete assessment of the
impact of learning environments must include informal as well as formal academic
settings. Formal settings are most engaging when they encourage learning through
social interaction and are relevant to students' lives. Informal settings must be flexible
and comfortable and accommodate a variety of learning activities. This understanding
of the relationship between living and learning led our research team to adopt the motto
"Bring life to learning; bring learning to life." (Jane Hart)
5. DESIGN GUIDELINES
5.1 HUMAN CENTERED
College and university space is for people for learning, meeting, exploring, thinking, or
relaxing. Campus spaces, particularly classrooms, influence our attitudes about
education. We all have memories good and bad about such campus places. Although
too little thought has typically gone into the significance of space in the learning
process, we have an opportunity to change that by adopting human-centred design.
Human-centred guidelines begin by considering the needs of students and educators,
making it possible for space to support the transformation of learning.
Human-centred guidelines aren't just a tool for architects or designers. Faculty want
teaching and work environments to support not hinder their work. Human-centred
guidelines can help. Administrators trying to bring to life a vision of the campus as an
engaging place for learning and teaching can use human-centred guidelines. Architects
and designers play an important role in helping clients formulate and realize their
visions for changing the status quo and realizing the potential of place; they, too, can
use human-centred guidelines. No matter your position, if you influence the design of
learning spaces, human-centred guidelines can help make you a catalyst for enriching
learning.

Guidelines are not just another word for design standards. Current design standards
begin with the premise that learning happens in a limited set of ways, thus a finite set
of space configurations support them. This industrial, instruction-focused approach
arose from the necessity of accommodating large groups of students at the lowest cost.
Human-centred design guidelines build on the premise that learning happens in many
ways and that the design possibilities supporting learning are equally numerous.
Despite multiple design possibilities, however, there is just one desired outcome: to
enrich learning and teaching. As a result, human-centred guidelines are predicated on
universal human needs and learning principles.
Human-centred design concerns process as much as results. Traditional processes are
often linear, meaning that with funding approved, the learning space development gets
turned over to an architectural and design firm and/or facilities team, with little
continued representation from educators.
Collaboration: an effective learning style should be considered an effective design tool.
A collaborative and committed team can create a stimulating process and produce
innovative results. The best learning space designs come from diverse project teams
committed to transforming learning and composed of people who challenge and
strengthen each other's ideas. Because design is an iterative process, the design team
should stay involved throughout the project. (Lori Gee | Herman Miller)
These human-centred guidelines arose from professional experience and collaborations
with a number of colleges and universities. These guidelines can be followed:
to clarify the important enablers of learning and teaching;
as a common language to help your team articulate its criteria for success; or
to direct decisions when constraints arise.
5.1.1. FOUNDATIONS OF THE GUIDELINES
People are at the centre of learning, so their needs should be at the heart of a human
entered design process. These beliefs formed the foundation of the guidelines.

5.1.1.1. The first priority: basic human needs
Humans seek both physical and psychological comfort. If people aren't comfortable and
don't have a sense of well-being, they become distracted. We must first consider what
will make people feel comfortable, freeing their brains and bodies for learning.
5.1.1.2. Diverse learning and teaching styles
Diversity abounds; individuals learn in different ways. Each brain is uniquely
organized, so space should offer variety, both for faculty and for learners. Space should
be fluid so that it can accommodate different learning and teaching styles effortlessly.
5.1.1.3. Guiding principles
The 12 brain/mind learning principles articulated by Renatta Caine help us understand
how humans function and learn. A few of these principles suggest direct connections
among stimulation, learning, and physical space.
The brain/mind is social. We change in response to engagement with others. Space
has a role in determining the quantity and quality of engagement as well as its potential
as an effective learning experience.
Learning involves both focused attention and peripheral perception. Good space
design is visually stimulating. While space should not distract from the ability to focus,
it can provide sensory stimulation that influences the experience and thus learning.
Space can also be the "silent curriculum"4 that complements and increases engagement.
Each brain is uniquely organized. We all perceive the world in different ways and
act accordingly. People do not experience an environment in the same way. The best
opportunity for success comes from variety.
Articulating these fundamentals can keep design ideas and processes focused on the
Most important characteristics of a human-centred learning environment.
5.1.2. CHARACTERISTICS OF HUMAN-CENTERED GUIDELINES
These guidelines, although more than a checklist, are not prescriptive. They invite an
exploration of learning environments for their capacity to transform learning. While the
guidelines can apply to large-scale construction projects or single-classroom
renovations, this chapter primarily focuses on the places where teacher/student

exchange happens, typically the classroom. Classrooms are a core element of the
campus, yet their potential is often overlooked.
Regardless of the unique functional requirements of the campus, these guidelines can
help direct discussions with anyone involved, whether associated with the institution or
a design firm. When used to set direction, these ideas facilitate purposeful choices
without adding cost.
5.1.3. COMPONENTS
It is the interplay of the different components that creates human-centred interactive
learning spaces and this approach is holistic.
Lighting. Tuning the mood and stimulation levels of students can be achieved
through a mixture of lighting types, including natural light, augmented with controls.
Typically, indirect lighting is the best dominant lighting source in learning areas. A
variety of lighting is the most important way to maximize the effect on learning; it can
be achieved with different types of lighting or with dimmers.
Ergonomic considerations. Ergonomics is about more than a comfortable,
adjustable chair. Ergonomic thinking considers the entire environment and how it
supports and interacts with the human body. Well-planned pathways, open access to
equipment and supplies, and ease of moving furniture are all ergonomic considerations.
Because of the diversity of human sizes, tables and chairs should be adjustable.
Instructors and students should feel encouraged to get up and move around. Two
principles of sound ergonomic thinking are worth remembering: it shouldn't hurt, and
it should prevent injury.
Figure 5.1.3 Cox Hall at Emory University Provides (a) Pillow Chairs and (b) Movable Chairs

Stimulating
Stimulating spaces attract people and spark creative thinking. They have the ability to
motivate and engage students and educators.
Sensory cues. Multisensory experiences engage and stimulate people. Visual, tactile,
auditory, and kinaesthetic experiences all influence memory and the intake of
information. Diverse stimulation raises mental awareness and allows people to absorb
the information and ideas that the environment facilitates. Very little of our learning
experience or the design of learning environments considers this. Yet certain learning
experiences can be tied to a particular place, sound, or smell, which provide cues that
help the brain build memory and process information. Humans associate what they
learn with where they learned it. The key here is that spaces must have variety to
stimulate, sometimes accomplished simply by painting rooms different colours.
5.2. SPACE ALTERATION DESIGN GUIDELINES
5.2.1 ADAPTABLE
Adaptable spaces support people, activities, and change. Learning spaces need to keep
pace with a variety of learning and teaching styles.
Flexibility. Areas within a space should flex for various types of learning and
teaching. Plan the ways in which you can take a single area and transform it from a
lecture space to a small group space to a large-group discussion space.
Figure 5.2.1 Alternate floor plans for the same place
Adequate space. Movement of people and furniture to different learning settings
requires adequate space. Current space allocations for classrooms discourage
movement and circulation areas deter people from lingering and interacting. If the space
allocation doesn't support movement, then diversity in teaching and learning methods
will be impossible.

Welcoming and familiar. Humans have a tendency to seek out familiar places or
create places with familiar attributes. Think about the ways you arrange your home.
You create the place, the condition, the situation you arrange furniture and artefacts in
a certain way to suit your purpose or preference. Similarly, learning environments
should allow students and educators to personalize them. The space should look
comfortable in a variety of arrangements and for a variety of people.
User ownership. Consider the ways a space can "give" permission for ownership and
not just to faculty. Users must know that all occupants have a say in defining the place.
Educating users about how to use the space to its fullest potential and how the various
tools and furnishings can support occupants' needs is a prerequisite. Providing furniture
that people can rearrange and tools they can manipulate gives them the feeling that they
have permission to claim ownership.
Changeable focal points. Why establish a fixed front of the room? Without a set
orientation, the room's occupants can move and group furnishings, technology, and
activity in multiple ways and in many places within a space. Lecture and presentation
areas need not be restricted to the front of the room.
Mobile displays. Consider how you move flipcharts or computer displays throughout
a space, to wherever students and faculty need the tools. For example, a small group
may develop information and then reconnect with a larger group to share their work.
Tools need to accommodate mobility of people and of information. Design that assumes
all information exists in the faculty's PowerPoint slides or overheads limits learning
opportunities. The Media Space Classroom project, for example, was developed to
address changes in design education at Harvard's Graduate School of Design due to the
increasing popularity of digital design methods. This space supports remote
collaboration, teaching with digital media, and digital design presentations while
anticipating future needs. (Harrington.)

Diverse information communication. Display information in various ways on the
chalkboard, whiteboard, or digitally. Consider how the tools that deliver information
can be shared and controlled. Control can rest with the lecturer or with the class during
an active dialogue. Well-designed space and technology allow the pace and style of
information delivery to change and support multiple learning/teaching styles and
people. Maximizing the amount and type of display was a key goal for Estrella
Mountain Community College's Learning Studios prototypes.
Technology tools. Technology (projectors, personal computers, and so on) will
change more quickly than other elements in the furnished environment. Technology
should be integrated into the space to fluidly support learning, but recognize that it will
not match the lifespan of the room. Technology tools should support human interaction;
they should not become the centrepiece of the space.
Power/data access. Mobility of students, faculty, and technology is a given. As a
result, you should make power and data access as mobile as possible. Anticipate the
locations where users will want access and the range of activity needing support.
5.2.2. COMPONENTS
Elements of surprise. Mystery and surprise stimulate the human mind and senses and
invite discovery. Consider the potential of hallways and pathways that provide
unexpected spaces for group work, casual conversations, or hiding away for quiet work.
According to Herman Miller research, "New ideas often emerge during social
interactions. Relaxed, informal, and friendly interactions help creative people share
openly with others and spark new connections." Consider areas that support chance
Figure 5.2.2 Estrella Mountain Community College Learning Studios (a) Maximize Display and
(b) Support Small Group Work

encounters or lingering after a class. The space design should include opportunities for
serendipity and unplanned activities.
Transparency, visual access. Connecting visually lets people feel a part of something
bigger. To see others engaged in learning can energize learners. Consider adjacent areas
and how you can connect formal and informal learning spaces, such as classrooms and
lobbies. Corridors, too, become part of the learning experience when they invite activity
and have interesting views, as opposed to long, stark, and linear places. Vistas into and
out of learning spaces need not cause distraction, instead enhancing cognitive activities.
Students and faculty spend much of the day indoors, so providing architectural and
design elements that expand and open interior views and provide lines of sight proves
engaging. The Auburn Career Centre. Glass walls visually connect informal learning in
the open spaces to the structured activities happening beyond the translucent surfaces.
The ceiling changes colour throughout the day, mimicking the movement of the sky.
Connection to nature. Nature continually stimulates us because of its always changing
elements. The human response is positive, though typically subconscious.
Environments that simulate nature provide a sense of security and pleasure. Features
found in a natural habitat can be associated with a created environment. Consider, for
example, reflective surfaces or glass associated with water. Fire, the provider of
warmth, food, and light, can be replicated in dining areas the types of places where
people instinctively gather. Varied ceiling heights can represent the safety and comfort
of a tree canopy. Meandering halls or pathways mimic nature's patterns. This
connection to nature is represented in a Learning Studios space at Estrella Mountain
Figure 5.2.3 Glass Walls at Auburn Career Center

Community College.
Colour and texture. Textures, colours, and shapes can reinforce association and
retention. The key is to think of the total environment, considering ways to achieve
interest and variety. Let the timeless and stimulating colours and textures of nature
guide the human-made applications you apply.
Diverse shapes. Create spaces that offer visual choices of shape and form. A
rectangular box is not the only answer; subtle adjustments to the geometry of space can
balance hard and soft forms, asymmetrical and symmetrical patterns, creating visual
and tactile interest. Consider the influence of geometry on the activities within the
classroom. A circle, for example, suggests collaboration and communication, much like
a campfire did for early generations. Consider the visual interest possible with
architectural shapes and patterns. Off-grid walls and a mixture of curves and corners
give life to the Learning Teaching Center at the University of Dayton in Ohio.
5.3. BALANCING COMMUNITY AND SOLITUDE
Learning spaces need to balance the dual and opposite human needs for community and
solitude. Because learning happens both in quiet, private moments and in lively, social
settings, environments need to offer a spectrum of private and interactive places.
Social, community space. Learning is a social activity. Community and social space
connects individuals with other people and other activities. Students and faculty
participate in a mutual endeavour learning and forge connections that reinforce learning
and create a sense of belonging.
Figure 5.2.4 Learning Studio at Estrella
Mountain Community College

Opportunities and spaces for socialization. Use classrooms during unscheduled
hours for group projects, for example, or target halls and lobbies for informal meeting
areas. Provide places to join the community of students. (See Figure 5.3.1) for an
example of an informal learning area that supports collaborative and individual work
with a mixture of relaxed settings.)
Refuges, private spaces. It is important to create individual, private spaces. These don't
have to be compartmentalized even turning a chair can signal a desire for privacy. A
Herman Miller, Inc., research report on patterns of creative work discussed the
importance of spaces for quiet, focused thinking: "The quiet moment allows one to
finally have a chance to sort out the stimuli and make the connection click." In creating
opportunities and spaces for private, thinking time, consider ways to modulate the level
of privacy, such as seated-height panels, rolling screens, and plants. This conceptual
approach provides private spaces in a variety of degrees of enclosure, shapes, and
forms. (Chapter 10. Human-Centred Design Guidelines |EDUCAUSE |. Retrieved from
Learning Spaces | EDUCAUSE)
6. CONCLUSION
Through this paper, we have derived certain guidelines that could help improve the
effectiveness in learning in a medical campus. This has been achieved by altering the
formal spaces that could help making it more informal and promote interactivity.
Human-centred along with space alteration guidelines will help institutions create space
that can transform learning. Every decision made or influenced regarding interior
spaces will affect the experience of the people learning and teaching in that space.
Figure 5.3.1 space for socialisation

7. REFERENCES
Charles Sturt, I. (.-C. (n.d.). http://www.csu.edu.au/division/landt/flexiblelearning/
projects/learningspacesbook.htm. Retrieved from www.csu.edu.au:
http://www.csu.edu.au/division/landt/flexiblelearning/
projects/learningspacesbook.htm
Ching, F. D. (2007). Architecture: Form, Space and Order |Third Edition|. Wiley
Publications.
Eury, M. E.-e. (2009). http://www.michaeleury.com/Learning/elearning.html. Retrieved from
www.michaeleury.com.
GeneralMedicalCouncilUK. (2009). Undergraduate medical education. London: reports from
schools and publications.
Harrington., F. B. (n.d.). Creativity, Intelligence and Personality.
Hasan T, G. P. (2013). Assessing the learning environment at Jazan medical school of Saudi
Arabia. 35.
Jane Hart. (n.d.). An introduction to workplace learning C4LPT. In S. L. Jane Hart, Social
Learning Handbook.
Lori Gee | Herman Miller, I. (. (n.d.). Learning Spaces. Human-Centered Design Guidelines,
Chapter 10.
Medicalcouncil. (n.d.). http://www.medicalcouncil.ie/Education-and-Training/Intern-
Year/Approved-Guidelines-on-Medical-Education-and-Training-for-Interns.pdf.
Retrieved from www.medicalcouncil.ie: http://www.medicalcouncil.ie/Education-
and-Training/Intern-Year/Approved-Guidelines-on-Medical-Education-and-Training-
for-Interns.pdf
Naser SM, B. A. (2012). Perception of students regarding educational environment in a
medical college in eastern region of India.
i“ CONDUCIVE ENVIRONMENT FOR LEARNING IN A MEDICAL CAMPUS”
SEMINAR 2013-2014
Vineeth A C, S/O N.Gopalan, Kavyam, p.o Anandashramam, Ramnagar, Kasaragod,
vineethac.nit@gmail.com

ARCHITECTURE FOR LEARNING ENVIRONMENT IN A MEDICAL CAMPUS ACKNOWLEDGEMENT

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